

For example the word “angry”.
“Angry” is a basic emotion.
Let us give it a value of – 0.

How do you show “angry”?

Maybe with an angry face.
A basic understanding of children’s
learning is an essential for a teacher.
By using a systematic approach you can
integrate may methods to achieve a
goal.

Children have the same needs as adults
when learning something new.

They need visual stimulation as well as
physical touch. By putting these together
we teach sensory words.

One of the key factors in learning English
is the value of words to use.

When we teach we need to teach the
emotional values. This means that when
we teach a value we must add the
action and reaction to the learning
cycle.

For example the word “angry”.

“Angry” is a basic emotion. Let us give it a
value of – 0.

How do you show “angry”?

Maybe with an angry face.

Now let us take some time to think of other
words for “angry”.

How about “hate”.

What value does “hate” have?

It has a high emotional value.

How about a less emotional word for
“angry”.

Let us try “disagree”. This is a long word for
the kindergarten but should be ok for the
mid-elementary.

So we have a basic and more advanced
vocabulary from one word.

Often miscommunication is about lack
of vocabulary. The wrong word can add
fire or kill the fire of this problem.

Once children learn to, not only
memorize but conceptualize the core
word they can branch out into more of
the same idea expressing different levels
of emotion.

Write down “Angry, Hate, and Disagree”
on different cards.

Say them with your voice first. Each with
a different emotional value.

Repeat this with the children. Make sure
they change their voice and emotion
with each one.

We have now helped the children to
express themselves with one word.

We have also added an emotion to be
connected with the word.

Did you write your words on the same
color of paper?

Emotions need color. Red is for high etc.

Color is also important to children’s
learning. They will remember color better
than words.

By connecting words with color you add
to the learning process for later.

Now we have three words, emotions, and
colours.

Now let us make a simple sentence.
I hate you.
 I am angry with you.
 I disagree with you.


Each sentence is different.

This matches the difference in the word
and emotion.

If we make the same sentence we
confuse the child in connecting the
three.

Have the children repeat the sentence
with you with the complementing
emotion.

Now the children have a sentence to
focus on with the emotion and the word.

We want to make a drama script.

Think about 3 relationships that can
make your student angry, disagree, or
hate.

Make each one into a scene with the
strongest first. “hate”

In English we want to learn the high to
low emotion, or red to blue colour
sequence and connect them to a real
idea.

Let us make the scene with hate.
Introduction Scene 1
 You showed your friend a toy and they
won’t give it back.

Question to children is your emotion high
or low?

Now write each scene.

Jane – Look at this new toy (Kind)
+ I got for Christmas (higher)
+ from my mother.

(higher)
Kelly – Wow it is so nice. (kind)
+ May I hold it?
+ It is so soft.

Now let us take some time to think of
other words for “angry”.

How about “hate”.

What value does “hate” have?

It has a high emotional value.

How about a less emotional word
for “angry”.

Let us try “disagree”. This is a long word
for kindergarten but should be ok for the
mid-elementary or higher.

So we have a basic and more advanced
vocabulary from one word.

Often miscommunication is about lack
of vocabulary. The wrong word can add
fire or kill the fire of this problem.

Once you learn to, not only memorize
but conceptualize the core word they
can branch out into more of the same
idea expressing different levels of
emotion.

Write down
Angry, Hate, and Disagree
on different cards.

Say them with your voice first.
Each with a
different emotional value.

Repeat this with the student. Make sure
they change their voice and emotion with
each one.

We have now helped the student to
express themselves better from one
word.

We have also (+) added an emotion to
be connected with the word.

Did you write your words on the same
color of paper?

Emotions need color. Red is for high, etc.

Color is also important to our learning.

We will remember color better than
words.

By connecting words with color you (+)
add to the learning process for later.

Now we have
three words, emotions, and colours.
 Now let
us make a simple sentence.
I hate you.
 I am angry with you.
 I disagree with you.


Each sentence is different.

This matches the difference in the word and
emotion.

If we use the same emotion in each
sentence we confuse the student
understanding.

Have the student repeat the sentence with
you with the complementing emotion.



Now the students have a sentence to
focus on with the emotion and the word.
We want to make a drama script.
Think about 3 relationships that can
make your student angry, disagree, or
hate.

Make each one into a scene with the
strongest first ~~ “hate”.

In English we want to learn the high to
low emotion, or red to blue colour
sequence and connect them to a real
idea.

Let us make the scene with hate.
Introduction Scene 1

You gave your friend a toy
and they won’t give it back.

Ask the student about their emotion.
Is their emotion high or low?

Now write each scene.

Jane – Look at this new toy (Kind)
+ I got for Christmas (higher)
+ from my mother. (higher)
Look at this new toy I got for Christmas from my mother.

Kelly – Wow it is so nice. (Kind)
+ May I hold it? (lower)
+ It is so soft. (lower)
Wow it is so nice. May I hold it? It is so soft.
~~ Follow the idea of keeping the toy from the
original child.
~~ Use at least three (3) different categories
of words in EACH SENTENCE.
~~ Remember to choose the words that show
the correct emotion
and good grammar.